Jim Meissners
Theories on How the Brain State Synchronizer and the Sports Training Glasses
May Sometimes Help Adults and Children With Attention Deficit Disorder,
Concentration and Short-term Memory Problems, Dyslexia, and Perhaps Chronic
Fatigue Syndrome

- by Dan McAneny

The following summary
of Jims theories is based on discussions Ive had with him during
the past year. Throughout Jim was speaking only in general terms, and only in
terms of theory.

Please do not consider
this summary as an attempt to diagnose anyones problem or to prescribe
use of the synchronizer. It may be helpful, however, in giving you a generalized
understanding as to how, in some cases, the Synchronizer may be helpful to some
adults with these conditions.

In order to explain
his theories as to how the synchronizer might be able to help some people with
these general conditions, Jim started out explaining his theories on how it
might help some children who are learning disabled. What follows
are not Jims exact words, but my laymans general understanding of
his theories.

Please understand,
neither Jim nor I have any medical credentials whatsoever, and would never attempt
to diagnose anyones condition or prescribe a treatment, including use
of the Synchronizer. Even if you think part of his theories may apply to your
situation, be aware they may very well not apply at all. What follows is just
generalized, undocumented theory, nothing more.

Learning Disabled
Kids - Two General Types

The Slow Learner

There are all sorts
of labels for kids with learning disabilities, and it is important to realize
that they can be classified in many different categories. The condition of one
may have no resemblance at all to that of another. The same is true of adults.

One class of learning
disabled children consists of the slow children. They are
slow learners, slow readers, slow processors of information. They are quickly
put in special classes, labeled dull, other kids make fun of them, and they
can have a difficult childhood as a result.

If we can use an
analogy, the computer in their brain is running at a slow speed. Eventually
they will learn something, but they do it at a slower pace because of the slow
processing speed. The theory here is that the Synchronizer helps them by accelerating
the speed at which the brain operates.

There have been
some instances where such slow kids listened to Program #1 on the Synchronizer
for as little as three weeks, and showed so much improvement in their reading
ability, that they appeared to be normal.

One young boy who
had been failing, after six weeks of listening to Program #1, scored 92% on
reading and comprehension testing. A few cases dont prove anything, remember,
but program #1 is designed to speed up the processing speed of the brain and
nothing more, so this is the theory on how the Synchronizer might help slow
kids.

So theoretically
this becomes a very simple solution for a lot of these kids. The most rewarding
thing to observe, in those cases where the kids have improved, is that their
entire personality changes. They become happy, friendly, and popular with their
classmates. They are no longer singled out for ridicule because they are slow
learners.

The Super
Fast Kids

Another big category
of slow learner are those labeled ADD, which actually covers many different
kinds of conditions, according to this theory. However, there seems to be a
common thread among many of them, which is that their computer is running too
fast. It is just the opposite problem of the slow learner.

They do just as
poorly. Their mind is off on three or four other subjects before reading the
first line of their assigned lesson. They are not focused. They appear to be
slow, because of their performance, but really their brain is racing at hyper-speed.

They will be thinking
of 20 subjects at once. Life is boring for them. In school they often develop
psychological problems. They feel superior, because they know they are smart,
but they dont accomplish much.

When their poor
performance is pointed out to them, they make excuses, and say the subject is
too boring. They will take on 20 projects at the same time, that
are more interesting to them than the assigned task, which gets very little
attention from them.

They overwork on
subjects, and run their batteries down. They are too tired to address the assigned
task. Their stress goes up, because they know they are brilliant, but they cannot
accomplish much. As the world pushes them harder to perform, this basic conflict
is magnified, and the less they can do. It becomes a vicious circle.

It is much more
difficult to help this type with the Synchronizer, than it is to help the slow
learners, primarily because of the psychological overlay. These kids are armored,
defensive, and good at making excuses and avoiding things.

As an aside, part
of Jims thinking on this involves a theory on how Ritalin may help these
kids. He theorizes that, since Ritalin is a stimulant (speed), it winds these
people up so much that they crash. They get so tired that they cant do
all the 20 subjects they are addressing. They cant run at high speed any
more. Thats the theory on how Ritalin helps some of these people for a
while.

At any rate, obviously
Programs #1 and #2 would not be good for them. They would only make matters
worse. They need slowing down, not speeding up. Most dont have any patience
either.

Program #30 was
designed in such a way that it seems to help these kids. Whereas Program #1
will run from alpha to high beta, from 10 to 20 hertz, Program #30 limits the
range of #1 from 10 to 11 hertz. Then it repeats again and again.

It works as a kind
of "pacing signal". Every time you hear the pop/click, it brings
you back to the here and now. It keeps the listeners attention on the
assigned task. For example, if youre reading, it keeps you focused on
what youre reading.

In a way, it could
be compared to a metronome, but its better than a metronome. You could
easily ignore a metronome. Program #30 is difficult to ignore. Despite the programmed
pacing effect, it is still random, and still very active. This requires mental
processing and makes it difficult to ignore.

It operates at
the alpha state, keeping the listener from going too high. Every time it goes
pop/click, it brings the person right back to the here and now, making their
attempts to travel mentally to other subjects futile.

Eventually they
give up the attempt to travel, and focus on the task at hand. This makes it
ideal to use while a person is studying. In everyday terms, it trains them to
concentrate on the subject being studied.

Adults With ADD,
Concentration and Memory Problems

Adults with these
problems are a lot like the kids with essentially the same problem. The theory
is that they need to learn to relax, as well as concentrate on the subject at
hand. It will be helpful if they are aware of three different categories of
programs on the Synchronizer.

Programs #52 &
#54 - Relax Modes

Its important
to remember that a lot of people with ADD dont want to slow down. The
hyper mode is a high for them. But by the time youre an adult, the problems
this causes are significant enough so that you decide you need to do something.
The Relax Mode programs are an ideal way to start for anyone who wants to relax.

Programs #52 and
#54 shut the down the conscious mental process, or rather the compulsive stress
mind. These programs cut the legs out from under you, so to speak,
and even put people to sleep. That can be the biggest help, relax and sleep.
Using the analogy of a racing overheated engine, these programs turn the engine
off and give it a chance to cool down. Another analogy would be recharging a
rundown battery.

The sleep and relaxation
can help foster a different attitude, according to this theory. People can stay
focused on a task if they have the energy. Going back to the engine analogy,
if these are used just before bedtime or when you have a lot of free time ahead
of you, they will allow you to get some much needed rest.

Remember, these
are usually very bright people, but they are running their engines at 8000 RPM
all the time. If they use these programs once, twice, or three times a day,
the theory is that the forced relaxation will solve many, if not most, of their
problems. Still, for reasons mentioned earlier, many are reluctant to do it.

Program #6 -- The
Coffee Break Program

Another program
they should be aware of is #6. It is about 5 minutes long. It is designed to
take the racing engine down from 8000 RPM to 500 RPM, idle speed. The person
can immediately step on the gas if they want to and get back to 8000 RPM, whereas
with #52 and #54 they "will be out for the count".

So program #6 takes
them from hyper to idling. It is not a very powerful program, as mentioned,
because you can overpower it when and if you so choose. But, if you take the
time, and attention, it does give the person a break from the constant 8000-RPM
speed.

For the adult in
the working environment, it would be ideal to use this during coffee break time,
or any break for that matter. The person can still function as needed, but it
gives that occasional rest so that the person does not wear himself or herself
out.

Program #30 --
The Concentration Program

As mentioned earlier
in connection with kids, Program #30 keeps you focused on the task at hand by
limiting your ability to travel to other subjects between the repetitive
pop/clicks. Eventually you give up the attempts to travel, as the
program continually forces you to focus back on the here-and-now task you are
trying to accomplish.

For this reason,
#30 is excellent to listen to while you are working. Theoretically it will enhance
your ability to complete any task by helping you concentrate on it fully. That
would make it ideal for an adult workplace setting, where you can listen to
it while performing individual tasks and stop at any time if you need to participate
in a meeting or speak with someone.

The Cumulative
Training Effect of Using All Three Categories

The theory is that
the person who uses all three of these categories, #52 and #54 at bedtime, #6
during breaks, and #30 while working on individual tasks that dont require
the participation of others, wont need them anymore after a certain "training"
period.

The time will vary
for each individual, but the theory is that these programs will gradually enable
you to build the capability to have your brain operate in the desired mode without
any assistance from the Synchronizer.

It may prove beneficial
to use them on occasion as a refresher course, so to speak. One
35-year-old man who used them in this manner now goes for months without using
the Synchronizer at all. Still, he feels he benefits by occasionally listening
to these programs.

Does Any of This
Apply to Chronic Fatigue Syndrome?

It is interesting
that the widely respected and well-known surgeon, Dr. John Sarno, in his book
Healing Back Pain, theorizes that chronic fatigue syndrome and other illnesses,
in addition to back pain, may for many people be associated with what he terms
tension myositis syndrome, or TMS.

TMS, he explains,
is due to our subconsciously repressing anxiety. His theory, greatly simplified,
is that the subconscious needs to find some not-too-obvious way to get rid of
the pressure, and that physical illnesses such as back pain and CFS are the
result.

He emphasizes that
these people with TMS are not faking anything, and that they really do want
to work and be healthy. In fact, apparently most of them have been overachievers
who work super-hard.

But they cant
be aware of whats going on subconsciously unless someone brings it to
their attention. Apparently many of these motivated, hardworking people are
able to rid themselves of their symptoms just by reading Dr. Sarnos book.

There are some
indications that the same programs which theoretically are helping people as
described for ADD, concentration and memory, might also work the same way for
people with chronic fatigue syndrome.

The relaxation
part is apparently critical, if Dr. Sarnos theory is correct. Again, there
is no diagnosis here, and certainly no prescription or recommendation, but theoretically
it is a potentially interesting connection.

Dyslexia - The
Synchronizer and the Sports Training Glasses.

The theory is that
dyslexia is almost meaningless term, because it is a catchall applied to many
conditions. In laymans terms, it is understood in simplest terms as not
seeing letters as they appear on paper or a screen (backwards and upside down).
What the dyslexic needs to do in order to read is to flip the letters around
until they make sense. If they do enough flipping, eventually they come to a
combination that makes sense.

It takes time to
do all that flipping, and so dyslexics will eventually be able to read something,
but it takes them a lot longer, because theyve got to do all that decoding
and matching up.

The theory is that
the synchronizer has no effect whatsoever on the condition itself, but it can
speed up the pace at which the person with dyslexia can flip the letters. The
faster they can flip, the more they can approach normal reading speed.

This is the theory
on how the synchronizer might help people with dyslexia read faster. It may
increase the processing speed with programs #1 and #2. But it does not, in this
theory, affect the disorder itself.

In fact, when Jim
used the synchronizer to help with his own slight dyslexia, and he can now read
upside down or backwards writing at fairly fast speed.

Jim noticed that
many kids with dyslexia and other types of learning disabilities, seemed to
have divergent eyes. On a lark, he tried the glasses, and they made a tremendous
difference. When the glasses were used while studying, and the synchronizer
was also used, there was apparently a synergistic positive effect.

Jim theorizes that
the person with divergent eyes must unconsciously suppress the vision in one
eye, otherwise they would see double. This can lead, he believes, to lazy
eye, where one eye basically isnt used very much, and the many muscles
controlling its movement become very weak. This sometimes leads to an out-of-round
eyeball and the resulting astigmatism.

Jim theorizes that
the problem is in the brain, not the eye. For some reason, according to this
theory, the two hemispheres are not coordinated properly in the section that
controls vision, and like an out-of-focus camera there are two images. The person
cant function without suppressing one of the images. For this reason,
Jim believes that operations which work only on the eye dont get to the
root of the problem.

What the glasses
do is to artificially cut the world in half visually. The right eye sees only
the right half, and cant see what the left eye can see. Both eyes are
forced to work together to make the two halves create a sensible whole.

This involves not
only the muscles that havent been used in the weaker eye, helping the
eyeball to regain a more rounded shape, but it also involves the two hemispheres
of the brain, in that part which controls vision.

They are gradually
trained to work together properly for the first time, to produce a single fused
image that makes sense. In this way, wearing the glasses gets to the root of
the problem, the brain, according to this theory.

Theoretically,
then, wearing the glasses helps the two hemispheres of the brain, in the portion
that controls vision, to coordinate images properly. They also help improve
the strength of the muscles in the non-dominant eye, as they begin to work harder.

The Synchronizer
helps the brain accelerate its processing speed, helping the person read faster.
Together they should theoretically, if this is correct, make a big difference
in some dyslexics ability to read and learn.